God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.
Students in Year Seven will study the Paschal Mystery, name and recall parables and miracle stories of Jesus and explore how the Holy Spirit inspires and guides the life and Mission of the Church. Students investigate the Bible as a library of books with many different genres and authors. Students...
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God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.
Students in Year Seven will study the Paschal Mystery, name and recall parables and miracle stories of Jesus and explore how the Holy Spirit inspires and guides the life and Mission of the Church. Students investigate the Bible as a library of books with many different genres and authors. Students study the sacramental nature of creation and the sacramentality of life. Students name and know about the three major purposes of the sacraments: initiation, healing and service. Students identify key features of Jesus’ teaching on prayer. Experimenting with different prayer forms including Christian meditation, students study the Catholic Principles of Social Justice investigating how Jesus is the embodiment of how God wants us to live justly and create a just world. Students in Year Seven explain the Christian imperative for justice revealed in the scripture from the Old Testament through to the New Testament. Students begin to explore ethical principles being able to identify the consequences of self-centred choices on relationships with God, others and the earth.
Students in Year Eight investigate why Christians say Jesus is the way the truth and the life. Students read and investigate the accounts in the Gospels of Jesus resurrection. Students are able to make a profile of how Jesus challenged people to change their lives. They can reflect on their own lives and identify aspects of modern culture that need to be transformed. Students research and analyse the Mission of the Church, God’s love for us and the role of Jesus in revealing this to the world. Students pose and answer questions about how people are healed, forgiven and invited into the Mission of God. They investigate where we encounter this: through the Scripture, the Sacraments and knowing Jesus. Building on the work done in Year Seven, students learn about how the Bible was written, the structure, the genres. They have an increasing knowledge of the geography and historical background of Bible stories. They develop skills in biblical criticism, and express personal interpretations of Scripture supported by evidence. Students in Year Eight can outline the covenant relationship between the people of the Hebrew Scriptures and their God. Students study the Sacraments as a visible sign of God’s active presence. They are given opportunities to think and reflect about the paradox and mystery of the Sacraments. Building on the study of the elements of prayer in Year Seven students in Year Eight engage in a variety of prayer forms and can lead meditative prayer with their peers and explore how prayer draws us into a mysterious encounter with God. Students explore how people develop their spiritual identity and how Christians are called as a community of faith to proclaim God’s love in the world. Students analyse issues of injustice in the light of the Church’s teachings on social justice and respond in practical ways to them.
The Content of this band level is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements.
Key inquiry questions
A framework for developing students’ religious knowledge, understanding and communication skills and the capacity to discern life giving choices making connections in their lives between faith and lived experiences is supported by the inclusion of essential questions, specific inquiry skills, and opportunities to use and develop thinking skills.
The key inquiry questions for Year 7 are articulated below.
The key inquiry questions for Year 8 are articulated below.
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God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond (TCREK033)
Jesus Christ offers hope to the world and calls his followers to discipleship (TCREK034)
The Church proclaims the Good News of Jesus Christ and is missionary and prophetic (TCREK035)
Studying and meditating on the Scriptures as the Word of God reveals God’s love and deepens Christian perception of who Jesus is (TCREK036)
The Church recognises and celebrates the Sacramental presence of God through ritual, sign, symbol and word (TCREK037)
Prayer and Christian life are inseparable. Effective prayer transforms us and leads to a deeper love for God and one another (TCREK038)
Christ is the embodiment of God’s pattern for a just world (TCREK039)
Every person is a spiritual being whether this is acknowledged through religious practice or not (TCREK040)
Identify their own questions about religious ideas, events or rituals and consider their own theological or philosophical theories, in relation to world-views including Christianity (TCREI013)
Explore scripture and some forms of multimodal texts with attention to the words and concepts used by the author to assist us seek and make theological or philosophical meaning (TCREI014)
Communicate religious or spiritual ideas and information (oral, graphic and written) to express personal understanding, using digital technologies as appropriate (TCREI015)
Explore personal or group observations, or extend their reflection, via contemplative prayer, shared conversation, journaling, to identify issues and questions which are important for living as persons and/or communities in a local, global or universal context (TCRED015)
Investigate and decide, personally or collectively, through stages of evaluation, what may be the most worthwhile and holistic principles for living as authentic persons and/or communities in a local, global or universal context (TCRED016)
Take responsibility, personally and collectively, to strategise around options and commitments to seek positive outcomes in local, global or universal contexts, and, where possible, take some form of action (TCRED017)
By the end of Year Eight, students understand that the mission of the church is to proclaim “good news to the poor”; and identify the ways Christians are called to be “missionary disciples” of Jesus. They also recognise that all people, irrespective of religious belief, are spiritual beings, and all attempts to live a spiritual life are to be respected and can be learned from. Students examine the Scriptures, Sacraments and Prayer, recognising that Christ offers life, joy and hope to all.
Students question, investigate and differentiate between a variety of religious ideas, stories, practices and rituals. They explore and evaluate issues and principles of Christian living, expressing their understanding in various ways. Students identify ways to act responsibly in local and global contexts.
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and...
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The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.
Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and are beginning to create literary analyses and transformations of texts.
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Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528)
Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529)
Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)
Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)
Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (ACELA1532)
Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information (ACELA1534)
Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)
Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)
Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)
Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539)
Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)
Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)
Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)
Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)
Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)
Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)
Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
Analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765)
Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)
Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)
Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)
Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)
Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.
Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.
Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and...
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The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.
Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and continue to create literary analyses and transformations of texts.
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Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return (ACELA1540)
Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)
Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)
Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543)
Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)
Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives (ACELA1809)
Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1544)
Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (ACELA1545)
Understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546)
Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)
Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)
Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations (ACELA1549)
Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)
Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)
Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)
Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)
Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)
Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)
Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)
Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1732)
Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)
Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)
Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)
Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate on discussions.
Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
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Investigate index notation and represent whole numbers as products of powers of prime numbers (ACMNA149)
Investigate and use square roots of perfect square numbers (ACMNA150)
Apply the associative, commutative and distributive laws to aid mental and written computation (ACMNA151)
Compare, order, add and subtract integers (ACMNA280)
Compare fractions using equivalence. Locate and represent positive and negative fractions and mixed numbers on a number line (ACMNA152)
Solve problems involving addition and subtraction of fractions, including those with unrelated denominators (ACMNA153)
Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154)
Express one quantity as a fraction of another, with and without the use of digital technologies (ACMNA155)
Round decimals to a specified number of decimal places (ACMNA156)
Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157)
Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies. (ACMNA158)
Recognise and solve problems involving simple ratios (ACMNA173)
Investigate and calculate 'best buys', with and without digital technologies (ACMNA174)
Introduce the concept of variables as a way of representing numbers using letters (ACMNA175)
Create algebraic expressions and evaluate them by substituting a given value for each variable (ACMNA176)
Extend and apply the laws and properties of arithmetic to algebraic terms and expressions (ACMNA177)
Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point (ACMNA178)
Solve simple linear equations (ACMNA179)
Investigate, interpret and analyse graphs from authentic data (ACMNA180)
Establish the formulas for areas of rectangles, triangles and parallelograms, and use these in problem-solving (ACMMG159)
Calculate volumes of rectangular prisms (ACMMG160)
Draw different views of prisms and solids formed from combinations of prisms (ACMMG161)
Describe translations, reflections in an axis and rotations of multiples of 90° on the Cartesian plane using coordinates. Identify line and rotational symmetries (ACMMG181)
Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal (ACMMG163)
Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning (ACMMG164)
Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral (ACMMG166)
Classify triangles according to their side and angle properties and describe quadrilaterals (ACMMG165)
Construct sample spaces for single-step experiments with equally likely outcomes (ACMSP167)
Assign probabilities to the outcomes of events and determine probabilities for events (ACMSP168)
Identify and investigate issues involving numerical data collected from primary and secondary sources (ACMSP169)
Construct and compare a range of data displays including stem-and-leaf plots and dot plots (ACMSP170)
Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data (ACMSP171)
Describe and interpret data displays using median, mean and range (ACMSP172)
By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays.
Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots.
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
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Use index notation with numbers to establish the index laws with positive integral indices and the zero index (ACMNA182)
Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and appropriate digital technologies (ACMNA183)
Investigate terminating and recurring decimals (ACMNA184)
Investigate the concept of irrational numbers, including π (ACMNA186)
Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187)
Solve a range of problems involving rates and ratios, with and without digital technologies (ACMNA188)
Solve problems involving profit and loss, with and without digital technologies (ACMNA189)
Extend and apply the distributive law to the expansion of algebraic expressions (ACMNA190)
Factorise algebraic expressions by identifying numerical factors (ACMNA191)
Simplify algebraic expressions involving the four operations (ACMNA192)
Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193)
Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)
Choose appropriate units of measurement for area and volume and convert from one unit to another (ACMMG195)
Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites (ACMMG196)
Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area (ACMMG197)
Develop formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to solve problems involving volume (ACMMG198)
Solve problems involving duration, including using 12- and 24-hour time within a single time zone (ACMMG199)
Define congruence of plane shapes using transformations (ACMMG200)
Develop the conditions for congruence of triangles (ACMMG201)
Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems using reasoning (ACMMG202)
Identify complementary events and use the sum of probabilities to solve problems (ACMSP204)
Describe events using language of 'at least', exclusive 'or' (A or B but not both), inclusive 'or' (A or B or both) and 'and'. (ACMSP205)
Represent events in two-way tables and Venn diagrams and solve related problems (ACMSP292)
Investigate techniques for collecting data, including census, sampling and observation (ACMSP284)
Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes (ACMSP206)
Explore the variation of means and proportions of random samples drawn from the same population (ACMSP293)
Investigate the effect of individual data values, including outliers, on the mean and median (ACMSP207)
By the end of Year 8, students solve everyday problems involving rates, ratios and percentages. They describe index laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems involving profit and loss. They make connections between expanding and factorising algebraic expressions. Students solve problems relating to the volume of prisms. They make sense of time duration in real applications. They identify conditions for the congruence of triangles and deduce the properties of quadrilaterals. Students model authentic situations with two-way tables and Venn diagrams. They choose appropriate language to describe events and experiments. They explain issues related to the collection of data and the effect of outliers on means and medians in that data.
Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert between units of measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles. Students determine the probabilities of complementary events and calculate the sum of probabilities.
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the...
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The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.
In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. They consider the interaction between multiple forces when explaining changes in an object’s motion. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered. They investigate relationships in the Earth-sun-moon system and use models to predict and explain events. Students make accurate measurements and control variables to analyse relationships between system components. They explore and explain these relationships through appropriate representations and consider the role of science in decision making processes.
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Classification helps organise the diverse group of organisms (ACSSU111)
Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112)
Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)
Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115)
Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116)
Change to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object (ACSSU117)
Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE119)
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223)
Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120)
People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121)
Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)
Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS126)
Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS129)
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS130)
Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS131)
Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)
Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133)
By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of human and environmental changes on interactions between organisms and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem. They explain possible implications of the solution for different groups in society.
Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the...
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The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.
In Year 8, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems. They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs. Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change. They begin to classify different forms of energy, and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations. They make predictions and propose explanations, drawing on evidence to support their views while considering other points of view.
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Cells are the basic units of living things; they have specialised structures and functions (ACSSU149)
Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce (ACSSU150)
Properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151)
Differences between elements, compounds and mixtures can be described at a particle level (ACSSU152)
Chemical change involves substances reacting to form new substances (ACSSU225)
Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales (ACSSU153)
Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems (ACSSU155)
Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134)
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226)
Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE135)
People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE136)
Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS141)
Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS144)
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS145)
Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS146)
Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS234)
Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS148)
By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the timescales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. They reflect on implications of these solutions for different groups in society.
Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.
In Dance, students:
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In Dance, students:
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Combine elements of dance and improvise by making literal movements into abstract movements (ACADAM013)
Develop their choreographic intent by applying the elements of dance to select and organise movement (ACADAM014)
Practise and refine technical skills in style-specific techniques (ACADAM015)
Structure dances using choreographic devices and form (ACADAM016)
Rehearse and perform focusing on expressive skills appropriate to style and/or choreographic intent (ACADAM017)
Analyse how choreographers use elements of dance and production elements to communicate intent (ACADAR018)
Identify and connect specific features and purposes of dance from contemporary and past times to explore viewpoints and enrich their dance-making, starting with dance in Australia and including dance of Aboriginal and Torres Strait Islander Peoples (ACADAR019)
By the end of Year 8, students identify and analyse the elements of dance, choreographic devices and production elements in dances in different styles and apply this knowledge in dances they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through dance.
Students choreograph dances, demonstrating selection and organisation of the elements of dance, choreographic devices and form to communicate choreographic intent. They choreograph and learn dances, and perform them with confidence and clarity, and with technical and expressive skills appropriate to the dance style.
In Drama, students:
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In Drama, students:
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Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)
Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions (ACADRM041)
Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning for theatrical effect (ACADRM042)
Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal and Torres Strait Islander dramatists (ACADRM043)
Perform devised and scripted drama maintaining commitment to role (ACADRM044)
Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning (ACADRR045)
Identify and connect specific features and purposes of drama from contemporary and past times to explore viewpoints and enrich their drama making, starting with drama in Australia and including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR046)
By the end of Year 8, students identify and analyse how the elements of drama are used, combined and manipulated in different styles. They apply this knowledge in drama they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through drama.
Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use performance skills and design elements to shape and focus theatrical effect for an audience.
In Media Arts, students:
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In Media Arts, students:
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Experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text (ACAMAM066)
Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068)
Plan, structure and design media artworks that engage audiences (ACAMAM069)
Present media artworks for different community and institutional contexts with consideration of ethical and regulatory issues (ACAMAM070)
Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences (ACAMAR071)
Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072)
By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They evaluate how they and other makers and users of media artworks from different cultures, times and places use genre and media conventions and technical and symbolic elements to make meaning. They identify and analyse the social and ethical responsibility of the makers and users of media artworks.
Students produce representations of social values and points of view in media artworks for particular audiences and contexts. They use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.
In Music, students:
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In Music, students:
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Experiment with texture and timbre in sound sources using aural skills (ACAMUM092)
Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music (ACAMUM093)
Practise and rehearse a variety of music, including Australian music to develop technical and expressive skills (ACAMUM094)
Structure compositions by combining and manipulating the elements of music using notation (ACAMUM095)
Perform and present a range of music, using techniques and expression appropriate to style (ACAMUM096)
Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (ACAMUR097)
Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)
By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate meaning as performers and composers.
Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform and compose.
In Visual Arts, students:
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In Visual Arts, students:
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Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork (ACAVAM118)
Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes (ACAVAM119)
Develop planning skills for art-making by exploring techniques and processes used by different artists (ACAVAM120)
Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience (ACAVAM122)
Analyse how artists use visual conventions in artworks (ACAVAR123)
Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124)
By the end of Year 8, students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art making. They explain how an artwork is displayed to enhance its meaning. They evaluate how they and others are influenced by artworks from different cultures, times and places.
Students plan their art making in response to exploration of techniques and processes used in their own and others’ artworks. They demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks.
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.
By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations...
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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.
By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. Students should have opportunities to design and produce products, services and environments.
In Year 7 and 8 students investigate and select from a range of technologies − materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to design and produce sustainable designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental and social sustainability factors. Students use creativity, innovation and enterprise skills with increasing independence and collaboration.
Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise. Students evaluate the advantages and disadvantages of design ideas and technologies.
Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and clarify ideas through sketching, modelling, perspective and orthogonal drawings. They use a range of symbols and technical terms in a range of contexts to produce patterns, annotated concept sketches and drawings, using scale, pictorial and aerial views to draw environments.
With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind when making designed solutions.
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Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures (ACTDEK029)
Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable (ACTDEK032)
Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating (ACTDEK033)
Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment (ACTDEK034)
Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)
Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)
Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)
By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.
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By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies influence design and production decisions. Students make choices between different types of networks for defined purposes.
Students explain a range of needs, opportunities or problems and define them in terms of functional requirements and constraints. They collect, authenticate and interpret data from a range of sources to assist in making informed judgements. Students generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical terms, and graphical representation techniques including algorithms. They independently and safely plan, design, test, modify and create a range of digital solutions that meet intended purposes including user interfaces and the use of a programming language. They plan, document and effectively manage processes and resources to produce designed solutions for each of the prescribed technologies contexts. They develop criteria for success, including innovation and sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use appropriate protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.
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Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities.
By the end of Year 8, students will have had opportunities to...
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Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities.
By the end of Year 8, students will have had opportunities to create a range of digital solutions, such as interactive web applications or programmable multimedia assets or simulations of relationships between objects in the real world.
In Year 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems. Students use structured data to model objects and events that shape the communities they actively engage with. They further develop their understanding of the vital role that data plays in their lives, and how the data and related systems define and are limited by technical, environmental, economic and social constraints.
They further develop abstractions by identifying common elements while decomposing apparently different problems and systems to define requirements, and recognise that abstractions hide irrelevant details for particular purposes. When defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms that allow data to be manipulated automatically, and explore different ways of showing the relationship between data elements to help computation, such as using pivot tables, graphs and clearly defined mark-up or rules. They progress from designing the user interface to considering user experience factors such as user expertise, accessibility and usability requirements.
They broaden their programming experiences to include general-purpose programming languages, and incorporate subprograms into their solutions. They predict and evaluate their developed and existing solutions, considering time, tasks, data and the safe and sustainable use of information systems, and anticipate any risks associated with the use or adoption of such systems.
Students plan and manage individual and team projects with some autonomy. They consider ways of managing the exchange of ideas, tasks and files, and techniques for monitoring progress and feedback. When communicating and collaborating online, students develop an understanding of different social contexts, for example acknowledging cultural practices and meeting legal obligations.
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Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023)
Investigate how digital systems represent text, image and audio data in binary (ACTDIK024)
Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)
Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems. Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional requirements and constraints.
Students design user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions. They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability. They analyse and evaluate data from a range of sources to model and create solutions. They use appropriate protocols when communicating and collaborating online.
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By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies influence design and production decisions. Students make choices between different types of networks for defined purposes.
Students explain a range of needs, opportunities or problems and define them in terms of functional requirements and constraints. They collect, authenticate and interpret data from a range of sources to assist in making informed judgements. Students generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical terms, and graphical representation techniques including algorithms. They independently and safely plan, design, test, modify and create a range of digital solutions that meet intended purposes including user interfaces and the use of a programming language. They plan, document and effectively manage processes and resources to produce designed solutions for each of the prescribed technologies contexts. They develop criteria for success, including innovation and sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use appropriate protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.
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The Year 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence...
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The Year 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence people’s beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-seeking strategies that support them to access and evaluate health and physical activity information and services.
The curriculum for Years 7 and 8 supports students to refine a range of specialised knowledge, understanding and skills in relation to their health, safety, wellbeing, and movement competence and confidence. Students develop specialised movement skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence movement composition and performance and learn to transfer movement skills and concepts to a variety of physical activities. Students explore the role that games and sports, outdoor recreation, lifelong physical activities, and rhythmic and expressive movement activities play in shaping cultures and identities. They reflect on and refine personal and social skills as they participate in a range of physical activities.
Focus areas to be addressed in Years 7 and 8 include:
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Investigate the impact of transition and change on identities (ACPPS070)
Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071)
Practise and apply strategies to seek help for themselves or others (ACPPS072)
Investigate and select strategies to promote health, safety and wellbeing (ACPPS073)
Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (ACPPS074)
Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (ACPPS078)
Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080)
Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)
Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083)
Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085)
Practise and apply personal and social skills when undertaking a range of roles in physical activities (ACPMP086)
Evaluate and justify reasons for decisions and choices of action when solving movement challenges (ACPMP087)
Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)
By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional responses. They investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.
Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.